Purpose: The purpose of this study is to investigate facilitator's tools and actions in promoting interaction in virtual co-development. Design/methodology/approach: In virtual environments, facilitation plays a crucial role. However, research does not provide many examples of tools and practices of virtual facilitation of co-development. To…

Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for…

This research aims to develop an online Project-Based Collaborative Learning (PBL) model design by utilizing an asynchronous Online Discussion Forum (ODF) that can systematically direct teachers or lecturers as facilitators in learning, and how experts think about the design. Using the Research and Development (R&D) method, this design was…

Interpersonal online interactions are key to digital learning pedagogies and student experiences. Researchers use learner log and text data collected by technologies that mediate learner interactions online to provide indicators about interpersonal interactions. However, analytical approaches used to derive these indicators face conceptual,…

Asynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. This systematic review aims to determine the effects of instructor participation in asynchronous online discussions on student performance by…

Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual…

A text semantic classification is an essential approach to recognizing the verbal intention of online learners, empowering reliable understanding, and inquiry for the regulations of knowledge construction amongst students. However, online learning is increasingly switching from static watching patterns to the collaborative discussion. The current…

This study examined the role of text-based discussions in mediating middle school teachers' discussions during a semester-long, online, synchronous professional development sequence. The PD sequence involved teachers engaged in weekly Zoom meetings, during which they learned about digital literacy and designed curricula. Qualitative data analysis…

Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event…

Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual…

Online discussions have become more common as social network services have become more ubiquitous and complement various learning activities. However, studies investigating online discussions in recent years have shown that off-topic messaging has increased with the use of social network services. Thus, determining the design of a mechanism to…

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing…

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction…

Online collaborative learning (OCL) based on the community of inquiry (CoI) framework is often implemented in the form of an online discussion activity for teaching subjects that require learners to revise their understandings and invent ways to solve problems. However, implementing OCL is challenging due to the difficulty of fostering…

Using an exploratory multi-case study approach, we examined student perceptions of leadership through analysis of introductory discussion board forums in online undergraduate and graduate leadership courses to formulate leadership student personas. A review of related literature reveals that leadership's broad application results in a vast array…